It is extremely difficult all over the country. National volume B is more difficult than volume A 1. At present, the national college entrance examination has produced three types of papers: A, B and C (except Hainan paper, which is still produced by the National Examination Center for Hainan Province). 2. Volume A is the original national volume 2, volume B is the national volume 1, and volume C is the national volume 3. Volume C and Volume A (National Volume II) have the same structure and the same difficulty. Neither is as difficult as B-paper.

Extended data:

Different regions: National Volume 1: 20 18 Provinces: Chongqing, Shaanxi, Gansu, Ningxia, Qinghai, Xinjiang, Heilongjiang, Jilin, Liaoning, Inner Mongolia, Hainan (Chinese, Mathematics, English); National Volume B:2065 438+08 Using provinces: Shanxi, Hebei, Henan, Anhui, Hubei, Hunan, Jiangxi, Fujian, Guangdong, Shandong and Zhejiang (English listening part); National Volume C: 20 18 Provinces: Yunnan, Guizhou, Sichuan, Tibet and Guangxi. Compared with Volume A, Volume B is more difficult. The national volume A corresponds to the third volume of the new curriculum standard, and the second and first volumes of the new curriculum standard correspond to the national volume B. The national volume 202 1 includes the new college entrance examination (unified examination subjects) I and II, as well as the old college entrance examination A (original new curriculum standard III) and B (original new curriculum standard I), and the original new curriculum standard II is cancelled. The national college entrance examination paper is referred to as the national examination. Organized by the Examination Center of the Ministry of Education, it is applicable to most provinces and regions in China, with the aim of ensuring the fairness of talent selection. In the future college entrance examination preparation, we should pay more attention to the foundation consolidation and understanding. On this basis, students are guided to dig knowledge from textbooks, and then inductive analysis is carried out, and some deep-seated knowledge understanding is deduced by rational thinking, thus cultivating students' thinking ability from low-order thinking to high-order thinking.